Abstract

In this article, we share results of our feminist co/autoethnography, through which we studied our own (failed) experimentation with generative AI as a 'problematic research partner'. We orchestrated and participated in a series of feminist co-generative dialogues, spanning two phases, centred on the tensions and possibilities of AI in education (AIEd). We view our (failed) experiment as productive, as an unexpected glitch that opened up new pathways and directions, resulting in the identification of four feminist lenses for addressing the wicked problem of AIEd: Glitch feminism, Marxist-socialist feminism, decolonial feminism, and data feminism. We consider the possibilities that each perspective offers for educators who are grappling with the ever-expanding and overwhelming presence of AI.